Week 1, Day 1

I will create a conflict map.

Core Beliefs (worksheet):

What do you believe in?
 I am __________________.
 The world is ___________.
 The future is ___________.

Posters:
 What did you and your group write for “The Future”?
 Create a poster about your group’s imagined future.
 Use words, pictures, phrases, symbols, etc.
 What will make this world a better place?

Gallery Walk:
 What are some common themes and ideas?
 What stood out to you? What did you see?
 Write your answers on the board.

Writers Notebooks

We as writers…
 Writers often find inspiration from their own lives and experiences.
 Writers also often create mind maps.

What’s in your mind map? (Use back of handout)

Create a conflict map:
 What do you want to change in today’s world?
 Think about your handout and group posters.
 What problems are you facing in your life right now?
 What problems do you see in the world today?
(Ex: Society, Politics, Personal, Global, Education)

Share
What might be something you’d like to write about in the future?
- Racism
- Teen suicide
- Overthinking
- Education
- Society’s standards
- Economy
- Religion
- Violence
Week 1, Day 2
I will identify topics that are worth caring about.

Journal:
Think about your conflict maps from yesterday.
 You identified problems and conflicts.
 What does it mean to have a “call to action”?

Want to change the world? Start by being brave enough to care

After watching the TedTalk, complete “What will you say?” (worksheet)
https://www.ted.com/talks/cleo_wade_want_to_change_the_world_start_by_being_brave_enough_to_care/transcript#t-427271

Share your ideas with a partner.

Then pick 3 of your answers.

Write them on the 3 posters.
(Order does not matter)

Revisit your conflict maps:

What can you add?
What conflicts are worth caring about?

Flash draft
Choose an item you might want to write about.
Brainstorm what draws you to that topic.
 Why would you want to write about it? Why would others want to read it?
 What is it that readers can learn from your story?
 Persuade them that this is worth writing about!

Flash draft about the ideas you wrote on the handout.

 What arguments could you make to help “change the world”?
 Keep writing until I say stop!
 You may switch topics at any time.
 Go back and add more detail.
 Don’t expect it to look clean and neat!
Week 1, Day 3
I will read an article to determine a conflict worth arguing about.

Flash drafts
Reread your flash drafts from yesterday.
Add new ideas!

Share with a partner!

Reader:
-Read your draft or parts of your draft.
-Why did you write about this?
-What makes it worth caring about?

Listener:
-Highlight your favorite line.
-Why this is your favorite?

Swap roles!

Journal:
Think about yesterday’s discussion about “being brave enough to care.”
Now, what makes a topic worth arguing about?

Share with me!

- (personal) beliefs
- Something that could actually be changed
- Can actually be argued (agree vs disagree)
- Open-mindedness

What key information should we look for when reading an article?

“What’s worth arguing about?” (article)

Highlight any key information you see.

Add to your journals:

What does the author say is worth arguing about?
Cite the text: Include details that you highlighted.
Hint: Did you catch the idea of “the ripple effect”?

Share your journals with a partner.

What is worth arguing about?
Share what you highlighted in the text.
What is a “ripple effect”?

- Circle of Influence
- Circle of Concern
- Wi-Fi signal and coverage

Revisit your conflict maps:

Which of your conflicts are worth arguing about?
Draw a triangle next to two topics worth arguing about.

Ticket out!
What made you think hard today?
Week 1, Day 4

We’ve started with our conflict maps…

We’ll finish with a persuasive article.

If we are going to write persuasively…

We need to immerse ourselves in the genre.

Who is familiar with “Op-Eds”?

What does it mean?

“Opinion-Editorial”
Opinion-based Article

Explore The New York Times www.nytimes.com

Opinion pages: editorial page, Op-Ed page, columns, etc.
What similarities do you see between all articles?
Jot down some notes

What is an Op-Ed?
Content:
- Opinion-based
- Different topics
- Support/Reasons/Evidence
- Call to Action with possible Solutions
- Personal Connection/Care
Visual:
- Article
- Pictures/Charts/Graphs/Lists
- Different formats (paragraphs/sections)
- Title and subtitles

 A genre in which people voice their opinions on subjects they feel strongly about.
 These opinion editorials may convince others to share their beliefs and even act on
them.
 If we are to have a call to action, we must have already identified a problem but not
necessarily have a solution. That’s one purpose of op-eds: to open up a discussion.
 Why does The Times publish opinion pieces written by people who are not on the
newspaper’s staff? What value do they have for readers?

What’s the difference in all of these?

https://help.nytimes.com/hc/en-us/articles/115015027048-Readers-guide

Why does The Times publish opinion pieces written by

people who are not on the newspaper’s staff?
What value do these articles have for readers?

- Organic
- More freedom
- From everyday people
Week 1, Day 5
I will select an Op-Ed to read and then identify its key points.

Review from yesterday: “What is an Op-Ed?”

Content:
- Opinion-based
- Different topics
- Support/Reasons/Evidence
- Call to Action with possible Solutions
- Personal Connection/Care
Visual:
- Article
- Pictures/Charts/Graphs/Lists
- Different formats (paragraphs/sections)
- Title and subtitles

Op-Eds!
Introduction
http://archive.nytimes.com/www.nytimes.com/interactive/2010/09/25/opinion/opedat40.html

“Won’t You Be My Neighbor?” New York Times, Gabe Johnson

https://www.nytimes.com/video/opinion/1248069068992/won-t-you-be-my-neighbor.html?action=click&gtype=vhs&version=vhs-heading&module=vhs&region=title-
area&cview=true&t=16

 Glue questions to a new page in your notebook.

 This is the 40th anniversary of The Times’s introducing its Op-Ed page.
 Then watch the video and answer the questions.

1. Does Peter Lovenheim’s experience of feeling isolated from his neighbors resonate with you?
Why or why not?
2. Without reading his Op-Ed, what is the value of reading a piece about personal experience or
informed opinion versus, say, the results of studies or balanced news stories on the same subject?
3. What can we gain from reading others’ experiences, opinions and ideas?
4. How do you think you would feel if, like Mr. Lovenheim, The New York Times published an essay
you had written about something you cared about and on which you had worked hard?
5. How might Op-Eds foster, as Mr. Lovenheim puts it, a “huge neighborhood of people around the
world”? How do they give us insight into strangers’ experiences, ideas and opinions? What role do
they play in today’s era of round-the-clock cable television news programming, news Web sites
and blogs?
6. Do you think it’s useful to read Op-Eds written 5, 10, 20, 30 or 40 years ago? Why? What insights
might be gained from examining opinions from the past?

Explore Op-Eds! (Round 2) (article)

- Find an article that interests you and PRINT
- Read through and highlight anything you find important.
- (Challenge…What is the claim?)

Google: “new york times op-ed 40” (2nd result)

http://archive.nytimes.com/www.nytimes.com/interactive/2010/09/25/opinion/opedat40.html
Week 2, Day 1
Take out “What’s worth arguing about?”
Quickly jot down the answers to the following:

- What is the topic?

- What prompted this reaction?
- Who is it written for?
- What’s the whole point of writing this?
- How does it sound?

Notes: SOAPS
 Subject/main idea: What is the article about?
 Occasion/context: What is the author experiencing?
 Audience: Who is the article written for?
 Purpose/reason: What does the author want to accomplish?
 Speaker/point of view/tone: How does it sound? (ex: angry)

SOAPS: “What’s worth arguing about?”

 Subject: The article discusses the importance of changing the world by
arguing within the circles of influence and concern.
 Occasion: The author sees people arguing about concerns that affect
them but NOT the ones that they can immediately affect. (Wi-Fi,
Ripple Effect)
 Audience: This is written for everyone, possibly even for people who
argue just to argue?
 Purpose: The author wants to persuade readers to argue about what
we have the power to change.
 Speaker: The author sounds direct (bossy) and intellectual because
he states his opinions as fact and uses new key terms and defines them.

SOAPS: Article of your choice

Now try SOAPS on your own.

Week 2, Day 2
Workday
Week 3, Day 2
Snow Day!

Week 3, Day 2
I will read and annotate an article using the SOAPS strategy.

“A Simple Glass of Water” by Ted Fishman

Read and annotate. Jot notes on the article about
- the author’s claim
- evidence
- personal experiences
- your own reactions

How do your annotations compare with mine?

SOAPS
Write your answer to each letter on a separate sticky note.
Place it on the appropriate poster.

Go to your SOAPS letter.

Include the following on your poster:
1. Write your names on the back.
2. What does your letter stand for?
3. Your answer in a complete sentence.
4. A line from the article to support your answer. (Put it in quotes)

Now add it to your notebooks:

SOAPS: “A Simple Glass of Water”

 Subject: The article is about how we shouldn’t have

to pay for a cup of water. As a community we should
share “the wealth” of water.
 Occasion: The author had to pay for water. In turn,
he felt disgusted towards the companies.
 Audience: The audience is anyone who drinks water.
 Purpose: The author wants to persuade people that
we should have the option to receive free water.
 Speaker: The author is upset and annoyed because
he feels like we shouldn’t have to pay for a cup of water.

Week 3, Day 3
I will read and annotate an article using the SOAPS strategy.

“Don’t Blame the Eater” by David Zinczenko

Read on your own and annotate. Jot notes on the article about
- the author’s claim
- evidence
- personal experiences
- your own reactions

What are some of your reactions?

Look at the copies up on the board.
Highlight something you found interesting.

SOAPS: “Don’t Blame the Eater” (Complete with a partner)

  Subject: The article is about how fast food increases obesity
due to the obnoxious amount of calories.
 Occasion: Fast food is unhealthy, and diabetes has sky-rocketed.
 Audience: The article is written for anyone who eats fast food
OR people who are health-conscious.
 Purpose: The author wants to inform people about the calories
of fast food.
 Speaker: The author sounds formally assertive. He is upset.

Flash draft
Flash draft about “A Simple Glass of Water” and/or “Don’t Blame the Eater”
 What are your reactions to the articles?
 Do you agree with the authors?
 Select a line or passage that propels you to act.
 What impact does this article have on you or your life?

Week 3, Day 4

Notes: Rhetorical appeals

Before we begin writing persuasively, we must first understand the types of persuasion!
(Expect a quiz soon!)

Gallery walk
Number a new page 1-18.
Start at your numbered picture.
1. Label the picture ethos/pathos/logos and give a reason why.
2. Pathos – The person is smiling and it plays on the emotion ‘happiness’.
3. Some ads have more than one possible answer!

Week 3, Day 5
I will create a commercial using a rhetorical appeal.

Mini-project! (separate gradebook grade)

1. Decide what product you and your partner would like to advertise (refer to the list of
ideas).
2. Decide which two types of ads you’ll to make (ethos, pathos, logos).
3. Create 2 ‘comic strip’ commercials (each of you will focus on one).
4. Refer to the toothpaste example and rubric for help!

Week 4, Day 1
I will be able to identify rhetorical appeals in an article.

Mini-quiz!

“Rap Lyrics on Trial”

Read and highlight Ethos, Logos, and Pathos.

Flash draft about “Rap Lyrics on Trial.”

 What are your reactions to the article?
 Do you agree with the authors?
 Select a line or passage that propels you to act.
 What impact does this article have on you or your life?

Week 4, Day 2
I will be able to identify rhetorical appeals in my collection of articles.
Tape the chart into your notebooks.

Rhetorical appeals in “Rap Lyrics on Trial”

What examples did you find yesterday?
Find one example of each rhetorical appeal (Ethos, Logos, and Pathos)
Write each on a separate sticky note and add it to the board.

Now copy this into your chart:

Article Ethos Logos Pathos
“the lyrics read
Rap “Stuart Fischoff, a “The lyrics were
like an ode to
Lyrics on psychologist at allowed nearly
violent street
Trial California St Univ” 80% of the time”
life”

Rhetorical appeals in your articles

1. Highlight examples of each rhetorical appeal (Ethos, Logos, Pathos).
2. Select your favorites and add them to the chart.
3. Circle the most convincing appeal for each article.

Partners: “A Simple Glass of Water” and “Don’t Blame the Eater”

Individually: “What’s worth arguing about?” and Your article of choice

Week 4, Day 3
I will be able to identify rhetorical appeals in my collection of articles.

Finish the chart in your notebooks.

Find the box with your number.

Fill in your box with an example from the text. Then tape your answer to the board.

Article Ethos Pathos Logos

“Stuart Fischoff, “the lyrics read “The lyrics
a psychologist like an ode to were allowed
Rap Lyrics on Trial
at Cali State violent street nearly 80% of
Univ life” the time”
A Simple Glass of Water 1 2 3

Don’t Blame the Eater 4 5 6

What’s worth arguing
7 8 9
about?
Your article of choice 10 11 12

Journal: How do rhetorical appeals affect your understanding of these articles?

Return to your flash drafts.

 In the margins, make notes of your ethos, pathos, and logos.
 What can you add to make your arguments more believable?
 Use the highlighters 

Week 5, Day 4
Rhetorical strategies: Ethos/Logos
 Fill in the correct terms
 Create your own examples for each strategy
 Find one example from any article and add to chart.
Include quote and article name

Week 4, Day 5
Rhetorical strategies: Pathos
 Fill in the correct terms
 Create your own examples for each strategy
 Find one example from any article and add to chart.
Include quote and article name

Completed flash drafts

- Conflict maps
- Simple Glass of Water / Don’t Blame the Eater
- Rap Lyrics on Trial

Flash draft using today’s devices

Should we wear uniforms?
Convince me using today’s devices 

Week 4, Day 5

Practice Quiz:
Match the definitions to the correct terms (13pts)
Read the article. Identify one example of ethos, pathos, and logos (6pts)

Week 5, Day 1
“In Praise of Mediocrity”
Identify the rhetorical strategies underlined in the article
and complete the short responses.
Week 5, Day 2
Quiz

Week 5, Day 3
What’s an Op-Ed?
- S: Focused on one specific issue
- O: Personal connection with the writer
- A: Written for a large public audience
- P: Persuasive
- S: Written by someone outside of a newspaper

Make a list! (3 columns)

Column 1: List our class articles.

- What’s worth arguing about?
- Running in Place
- A Simple Glass of Water
- Don’t Blame the Eater
- Your Choice
- Rap Lyrics on Trial
- Journey to a Night Flower
- In Praise of Mediocrity

Column 2: What topics did these articles cover?

- What’s worth arguing about? Importance of Arguments
- Running in Place Moving from home to home
- A Simple Glass of Water Price of water
- Don’t Blame the Eater Unhealthy food
- Your Choice TBD
- Rap Lyrics on Trial Rap lyrics as evidence in the
- Journey to a Night Flower courtroom
- In Praise of Mediocrity Even a cactus has pretty flowers
Being okay at hobbies

Claim: What the author believes (an opinion) that can be argued or disputed.

Column 3: What claims do these authors make?

- What’s worth arguing about? Nature has beauty everywhere.
- Running in Place Its’s okay to mediocre at hobbies
- A Simple Glass of Water
- Don’t Blame the Eater
- Your Choice
- Rap Lyrics on Trial
- Journey to a Night Flower
- In Praise of Mediocrity

People need to argue about smaller

issues...
Moving helps create jobs.
You shouldn’t pay for a glass of water.
Fast food restaurants should be healthier.
TBD
Rap lyrics should not be used as evidence.
Times Magazines
Look through the magazines.
What topics would you like to add to your list?
Add these topics to your second column.

Week 5, Day 4
What topics did you find?
Devastation in Japan from rainfall – Mrs. Williams
Trump – Jake
U.S. Border – Josh
Cyberbullying – Emily
Environment – Ty
When water rises – Seth
The 3-D printer and technology – Dayton
School shootings – Alexia
Women winning candidacies – Jada
Hollywood roles for black women – Carlee
Banning transgender soldiers – Angela
Putin’s wealthiest operatives – Coleton

Journal:
What is the purpose of these articles?
Why do we want our topics to be relevant to today’s society?

Ask questions about these topics

- Why, How, When
- How do they relate to your life?

Example:
- Topic: changing gas prices.
- Relevance: Today gas is $3.99 a gallon and yesterday it was $3.29.
- Question: How can gas prices change so rapidly?
- Question: Why do gas prices change so rapidly?
- This will lead you to additional questions and eventually a claim:
o Regulation of gas prices is necessary to help prevent gas
companies from selling at a higher price than necessary.

Week 5, Day 5
Global Issues
Article: “The Top 10 Most Important Current Global Issues”
Gallery Walk: What questions do you have about each topic?
Write your question and your name on the poster.

Continue developing questions

Look through our topics (conflict map, articles, magazines, today).
What questions can you make about these topics?
Add these questions to your notebook (get at least 10).

Once you have a list of at least 10 questions,

 Begin developing at least 5 opinions or claims.
 (Think about why these topics seem interesting.)

Discuss:
 Select one topic that you described, questioned, and
created a claim for.
  Read the topic, questions, and claim to your partner.
 After each of you have read your work, talk about your
reactions to the claims you have written.

Reflect:
Are you more aware of your own ideas/ problems/conflicts or the
ideas/problems/conflicts that exist in your community?
● If so, what are you doing in class that helps you see the
world in a different way?
● If not, what do you already do that helps you see the
world with a critical eye?

Week 6, Day 1

Begin Drafting your Op-Ed!!!

Write your claim on the board if you haven’t already.

All-day drafting – Write about your claim/opinion

Goal: 1 full page

Week 6, Day 2
Sufficient evidence - enough information to convince
someone that a belief is true or valid.

What information can you find about your topic/claim?

Goal: Find and save 2-3 articles.

Find CREDIBLE sources (Ethos) that give FACTS and STATISTICS (Logos)
while making us feel EMOTION (Pathos)
Copy and Paste your research links into a Word document
- Articles
- Pictures
- Videos

Week 6, Day 3
Remember all of those articles? Let’s revisit them!
How can we become better writers?

Journal:
Pick your favorite article and look at how they used evidence:
- What kind of evidence do you see?
- How does the author incorporate it?
- How credible are the author’s sources?
- What makes the evidence convincing?

How have our class articles incorporated evidence?

Today’s focus: How an op-ed author uses evidence
Our goal: Use evidence effectively to build our own arguments.
In “A Simple Glass of Water”
● HOW does the author make his argument?

Strategy
● Start with the first few paragraphs
 ● Explore different strategies for weaving evidence
● Quoting experts or participants
● Paraphrasing experts or participants
● Telling narrative anecdotes
● Etc.

Try on your own

Go back to your journal and your article of choice.
Write: “Writers of op-eds __(do what?)___ to support their claim.”
How does the author use evidence to support his claim?
Reread and annotate the article.
Create a list of strategies (fill in the blank)

“Writers of op-eds __(do what?)___ to support their claim.”

(see poster)

Continue drafting
Highlight evidence you’ve already started to use.
Start planning and revising additional evidence.

Week 6, Day 4
How do authors cite their research?

Colbert – Wheat Thins

https://vimeo.com/46314038

Lead Amount After

They are not “___”
… [pause] “___”
Therefore, “___”
However, “___”
… until I received “___”
Shows off product many Explain
times in short bursts Give examples (theoretical,
real, and visible)
Varies! (2 words, 5 Jokes
sentences) Nothing

Week 6, Day 5
How do authors punctuate their research?
Look through all of your articles.
Find three quotes.
Write each on a separate sticky note.

Citation Punctuation (Notes - Handout)

Post your sticky notes in the appropriate category.

There may be more than one correct answer!

Continue drafting
Continue adding evidence to your rafts.
Revise your drafts accordingly.

Week 7, Day 1

New page!!
(Write on front side)
Journal (Parts A, B, and C):

Part A: What is fake news?

What do you think are some signs of fake news?
When can you tell if it’s fake news? (Emily  )
Have you ever believed fake news? When? Why?
What happens if we can’t tell real news from fake news?

What did you write about? (Add to Journal)

 Fake statement – based off of truth
 Propaganda – persuasion
 Detectable
 False, Fake, Vague, Unsure
 Facts don’t line up, Unorganized
 Rumors
 Only 1 source used

Researching Christopher Columbus

(Write on back side: 2 columns)
https://www.allaboutexplorers.com/explorers/columbus/
Column 1: List the information you find about Columbus.

True or False?
The information on this site does not match up with what
we know to be true…Much of it is actually false!

Part B: How can we avoid false information?

Cross-checking information
Instead of relying on your own knowledge, cross-check the
information in Column 1 with a more reliable website.
Write the new information in Column 2.

Part C:
How do you know when a source is reliable?
What are some ways to verify this?

More Examples (Add to Journal)

Research publication or author
Examine link authority
Look for exaggerated vocabulary or claims
Watch out for Photoshopping or editing of images
Week 7, Day 2
Journal:
Can you believe everything a reliable source writes?
Why or why not?
Now add: Could a reliable source be biased?

Vocab:
 Claim: statement given as true in an argument.
 Reason: general statement that supports a claim.
 Evidence: Facts, statistics, and examples to support reasons.
 Bias: judgment based on personal point of view.
 Exaggeration: overstatement/stretching the truth.

Biases and Perspectives:

Liberal, Conservative, Middle-of-the-road.

Tips:
Google whether source has a liberal or conservative bias.
Choose from multiple sources to maintain a balanced perspective.

What is perception?

Perception: how we view something, Perspective, Point of View

The media’s choices affect our perceptions as readers.

 What to include or exclude in a story is an important decision.

 It helps shape reader’s opinions about an event or person.

Webquest: http://umich.edu/~newsbias/activities.html

“Heads-up Headlines”
 Pick a headline.
 Answer #1-4
 #5: give your final reaction

“You be the Reporter” (Found under “Image Bias Activities”)

 Pick a picture.
 Answer #1-4
 #5: give your final reaction
“Now you See Me”
 1-3 and reaction

Week 7, Day 3
Journal:
What’s the difference between false information
and biased information? (3+ sentences)

Vocab:
 Bias: judgment based on personal point of view
 Explicit: Tells us message directly
 Implicit: implied or embedded message

Take a look at your advertisement

On the back, answer:
 Who is the audience?
 What language is used?
 What does the image show?
 What is the bias?
 Colors? Ages? Audience? Other details?
 What is the overall message?
 How does it make you feel?

Word Choice
Cop vs Officer
Tree Hugger vs Environmentalist
Kid vs Child
Hillbilly vs Southerner
Millennial and Gen X

Journal (cont) (5+ sent)

 A single word can suggest a bias.
 How can these words affect an article?

Biased Statements
Rewrite your statements to remove the bias.

Sample answers:
 They have hired more women this year than men.
 He has had the physical impairment since he was five.
 There are many senior citizens [or seniors] in our town.
 I'm sorry; I must not have understood what you said.
 Our neighbor is a slow driver.
 Cho Yung, a hard-working exchange student, does well in science.
 Since the surgery, my father moves more slowly.
 If he is elected, he would be the first African American in the White House.

Op-Eds (2)!
What language does the article use to make bias?
(Both explicit and implicit statements)

Highlight single words and phrases.

Emotional – Positive – Negative

Week 7, Day 4
Read second article.
Circle the words that create a bias.

Week 7, Day 5
Notes: Positive and Negative Bias
What words did we circle?
 Travel Ban = Good Travel Ban = Bad
Favorable Terrorism Refugee Chaos
Visitor Aliens Foreigners Blocked
Victory Immigrant Enduring Obviously
Security Hysterical Significant Suspends
Uphold Too Broad
Regulate Inflict
Beefed up Bars entry
Discrimination

Journal:
Think about the articles from today and yesterday.
 What can we do as writers to create and/or avoid bias?
 Do we want to include bias? Will it help or hinder our claim?
 What did you learn about the decisions that writers make
 to connect to their audience and readers?
 How did this help you identify and evaluate the writer’s bias?

Notes:
- Bias: Every article either (1) shouldn’t be biased or (2) we should read both
- Purpose: Are we being persuaded or informed? Our opinions are our own.
- Context: We want to avoid taking information out of context because then
we could be changing the meanings or implications of what someone
else says.
- Topic: Problems or circumstances – what are the different sides of them?
- Equality: Are both sides respected and represented equally OR is one
considered “inferior”?

Sometimes there is “just something that seemed…”

when we evaluate possible biases.

Sound Feel
Angry Angry
Depressed Depressed
Relieved Relieved
Dark Sad/Fearful
Confident Convinced
Excited Excited
Fearful Anxious
Confused Confused
Happy/Proud Proud
Comedic/Comical Laughing

Sometimes that “something” can be described as tone or voice.

Tone: the attitude a writer has towards a subject (cause/action)

Mood: the feeling the reader gets while reading (effect/reaction)

Remember SOAPS?
Directions: Determine the tone for each text.

Article Tone Evidence/Words

What’s worth arguing? Annoyed, Productive “ripple effect”, topics
Running in Place Upset, Thoughtful Claim
A Simple Glass of Disappointment, Frustration US vs India, story
Water Disappointed, Upset, Annoyed Calorie info lost
Don’t Blame the Eater Educated, Defending Quotes lyrics, stats
Rap Lyrics on Trial Demanding, Concerned Gives advice, Society
In Praise of Mediocrity Positive Upholds
Travel Ban (Good) Aggravated, Uncomfortable Terrorism, Hijack,
Travel Ban (Bad) Chaos, Out of
proportion

Drafts!
Read your drafts aloud to a partner.
Partner: describe the tone and/or voice and identify key passages
that indicate that tone.

Exit ticket:
Reflect if you think you are achieving an appropriate tone
for your intended audience. Revise if needed.

Week 8, Day 1
Video: https://www.youtube.com/watch?v=lblNKTIYDGw

Practice Test: Trading Policy

Week 8, Day 2
Test: Gun control

Week 8, Day 3
Type your Articles

Week 8, Day 4
Lined paper (partners):
Quickly list examples of headlines
from the magazines.
(group list is fine)

Whiteboards:
Make observations: How are headlines written?

How are headlines written?

 Bolded and enlarged text
 Different colors and fonts, capitalized
 Not all are sentences (most are fragments)
 Straight to the point! Or overexaggerated
 Cliff-hangers – leave us guessing
 Sometimes but not usually questions
 Top of page OR before paragraphs OR start of paragraphs
 (Pictures)
How can we now craft original headlines?
Read the new article.
Generate a headline that sound the most like our mentor texts.

Week 8, Day 5
No Class

Week 9, Day 1

Finish your drafts!

Craft headlines for your own topics.

Tomorrow:
Peer Conferencing
Print 2 copies!

Week 9, Day 2
Don’t forget!
Hide your phones!!!

Journal:
Think about your past experiences doing peer reviews.
 What did you like? Not like?
 What was effective? Not effective?
 How can we make this peer review useful to you?

Share your journal

Helpful / Like Not Helpful / Not Like

What’s wrong – grammar, Not on task
punctuation Judgmental
What to add or delete Fake / useless feedback
Social POVs Same knowledge
Similar experiences Inexperienced / Directions
Opinions Not knowledgeable
Opinions

Whiteboards

Common problems Possible solutions

Too open-ended How can we narrow our feedback?
Reviewer isn’t invested How can readers be interested?
Writer isn’t open to How can we be open to feedback?
feedback

Our action plan

 Point out specific details
 Don’t give too much feedback
 Visually appealing – ex: Big titles, color, pictures, section, indents
  Interesting - Loaded words, respectful
 Same topic / similar viewpoints
 Do not debate

What should it look like?

 As I read my draft, ask specific questions.
 I will record your feedback and thinking.
 Then I’ll take your feedback into consideration as I revise.

What steps did we take to make this conference effective?

“Peer Conference Rules”
● Read your own draft or scene aloud
● Keep a pencil in your hand
● Listen
● Write down all feedback
● Ask specific questions
● Don’t argue
● Thank your partner

Week 9, Day 3
Rubric

Prepare questions on areas where you’d like feedback

(1st copy)

Peer Conference with your partner (1st and 2nd copy)

● Read your own draft or scene aloud
● Keep a pencil in your hand
● Listen
● Write down all feedback
● Ask specific questions
● Don’t argue
● Thank your partner

Fill out your partner’s rubric

● How would you grade them?

Week 9, Day 4
Don’t forget!
Hide your phones!!!

Make your revisions.

Week 9, Day 5
How much is eliminating the arts actually hurting us?

There has always been the debate of which is better, music or sports. A player on both
teams, I do enjoy both, but in today’s schools, there is usually only one team that wins. Can
you guess which one?

School districts are fairly quick to remove funding from today’s music programs. Music
programs consisting of choir, band, and theatre are continually cut in order to give more
funding to other school programs. What affect does this have on our society?

The Affect on Academic Growth.

What happens when schools don’t offer students the opportunity to study music? Well,
studies show that students involved in music have higher test scores. According to
Christopher Johnson, “regardless of socioeconomic levels, schools that had successful music
programs outperformed schools with low-quality music programs or no programs, with 22
percent higher scores in English and 20 percent higher scores in math.” What a difference!
By cutting out music programs, schools actually hurt themselves by decreasing in scores!

The Affect on Individual Growth

Music study helps students improve test scores, but what about after graduation? Studies
show that music improves an individual’s cognitive, social, and physical development. As
PBS Parents states, “music has been shown to help language development, spatial reasoning
and ability to solve multi-step problems.” Music is socially and emotionally beneficial
because it helps relieve stress and tension. Lastly, music has physical benefits by improving
hand-eye coordination and multi-tasking movements. Therefore, by cutting out music
programs, we hinder student growth cognitively, socially, and physically.

What is our takeaway?

Sports are fun and keep us in shape, but we can only play them for so long. Music, however,
is something we can keep forever, regardless of our age. Yet for some reason, schools
districts refuse to cut sport funding as sports bring in revenue, status, and spirit. Music is not
viewed equally, nor is it given the same priority. I find this strange, especially since so much
of our culture is focused around the arts, and we admire so many singers and celebrities.
When will people notice this inconsistency and return funding to our music and arts?

Sources:
https://education.seattlepi.com/kids-school-music-vs-kids-school-music-2991.html